​Campo formativo: Lenguaje

Fase 6  - Inglés en Educación Secundaria

Third grade
Content 14:
Art as a voice for inclusion

Lesson plan

Lesson plan | Worksheets | Project Ideas
Picture
Introduction (5 mins.)
T shows flashcards of paintings of different art movements and asks Ss: “What do you see?” “Is it old or new?” “Is it colorful?”. T write key vocabulary on the board (e.g., cave, painting, history, artist, brushstrokes, colors, style, hieroglyphs, shadows, soft colors, abstract, etc.). T briefly introduces the five art styles with simple descriptions. Ss take notes. 
Descriptions:
This art is very old. People painted on rocks (Cave Art).
This art has pharaohs and gods. The people are flat, and their eyes are big (Egyptian Art).
This art is from Italy. It shows people with details, light, and shadows (Renaissance).
This art has soft colors. The brushstrokes are visible, and it shows nature (Impressionism).
This art is very new. It is colorful and abstract. It emphasizes experimentation, abstraction, and new perspectives, influenced by industrialization, technological advances, and social changes. (Modern Art).
Development (25 mins.)
First, T hands out a worksheet to each pair of Ss and asks them to complete some descriptions about 5 important art movements. After that, Ss classify paintings according to their art movement. T checks Ss’ answers and provide feedback.
Consolidation (15 mins.)
T hands out a worksheet to each pair of Ss and asks them to decide if some statements about art are true or false.T checks Ss’ answers and provide feedback.
Conclusion (5 mins.)
T reads aloud some sentences describing art movements and asks Ss to listen carefully and say the answer.
 Sentences:
  1. This painting looks like a real person. The details are amazing! (Renaissance)
  2. This art was painted on papyrus. It shows a king and a god. (Egyptian Art)
  3. This painting has famous pop culture figures and mixed colors. (Modern Art)
  4. People used their hands to make symbols on the cave walls. (Cave Art)
  5. The artists used soft colors and small brushstrokes to show nature. (Impressionism)
  6. The artist painted a city with blue and yellow swirls in the sky. (Impressionism)
  7. This painting has light and shadows to make people look real. (Renaissance)
  8. This art has pyramids and gods. You can see hieroglyphs too. (Egyptian Art)
  9. This painting was made inside caves thousands of years ago. (Cave Art)
  10. This art is very old. People painted on rocks with animals and hands. (Cave Art)
Homework: Ss draw or print an artwork they like (from any movement). Then, write three sentences about it using the new vocabulary (e.g., "This is a modern painting. It has many colors. I like it.").​
Introduction (10 mins.)
T shows images of inclusive artworks (e.g., murals promoting inclusion, disability rights, etc.). T asks Ss to match them with their descriptions. Ss discuss what they like about the artworks.
Development (25 mins.)
 T hands out a worksheet to each S and asks to decide if some statements are about inclusion or not. After that, T gives each S blank paper and asks them to draw or paint a picture that represents inclusion (e.g., children playing together, a person in a wheelchair dancing, a mural with diverse faces). Ss present their artwork to a partner and explain what they drew. 
​Consolidation (10 mins.)
Each Ss picks one artwork and create a simple 3-sentence story about their chosen artwork (e.g., “This is a boy who uses a wheelchair. He loves playing soccer with his friends. They always help each other and have fun!”). Volunteers share their stories with the class.
Conclusion (5 mins.)
T asks, “What did we learn about art today? How does art help people feel included?”. Ss share their thoughts.
Homework: Ss look for art in their community (e.g., murals, posters, sculptures, or drawings). Ss draw a simple picture of what they found and write two sentences about it:
  • "I saw this art on a (wall/school/street/etc.)."
  • "It shows __ because __." (e.g., "It shows peace because there is a dove.")